I have already experimented with game in my classroom with varying degrees of success. I gave found they can be useful but it really depends how you tie it back into the syllabus in which you are teaching. Also the complexity of the game seems to play an integral part in whether the students like it.
W = What do you want to learn?
I really want to learn how l can base game mechanics into my classroom. How it can be become an effective tool for me to diversify my portfolio of activities and task that l usually use. For years l noticed that students have been engrossed more and more in games and l want to learn how that culture can improve my teaching.
L = What have you learned? (we'll do this last one later)
The 12 elements of Gaming as well as the 4 elements of fun.Also you don't need technology to use gamification.
Reflection
So far l am really enjoying level 1. My previous experiences of using games in class seem very basic compared to the elements and theories that are being discussed. The scientific reasoning behind the 12 elements of gaming was incredibly detailed yet as l was reading it didn't seem overly complicated as l have an avid player of video games for a while. Even the task of getting to define what you thought fun was very enlightening. As a teacher we all strive to want out tasks to be fun, however we don't really think about what "fun" really is. I am excited to see what Level 2 entails.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
The Learning outcomes that l will be exploring with my student reside mostly in the richer content subjects l teach like Business Studies, Commerce and Geography. The topics that are being introduced at the moment are Climate Change, Investing and Operations. In particular the learning outcomes will be
Climate Change: Possible solutions and future efforts
Investing: Managed Fund
Operations: The strategic role of operations
Benefits from gamification
Climate Change: Although this is always a current topic in terms of the news it has no relevance to the students because they believe that it is something that is solved by governments and not really individuals. Gamification would allow me to transform this learning outcome into a more practical hands-on topic, which is what it should be.
Investing: Similar problem with the leaning outcome is that because have a lack of an income students don't really see the point or real value. Gamification would allow a more interactive approach and a rewards system would also be advantageous it would simulate what it is like to have a real managed fund and see their choice be affected either positively or negatively.
Business Studies: This topic is actually the shortest of all the topics in Business Studies. However, for boys it still boring. Gamification would allow some practical thinking in a topic that is usually drowning in too much content. As a result l devised a game using Lego for this topic. Students (in groups) are given a select amount of Lego and told to make a particular item. As they are doing this they need to keep track of what they are making and how many combinations of things they can make. Students are awarded extra points if they are able to link a practical use for their item in a business. As team compete they get knocked out and forced to give up their Lego. With two teams remaining they compete to see which team can make a better item with the most accurate records of how it was made and its purpose in the real world
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Need to ensure that the rules are very clear at the start of the lesson. I found that the moment that you put Lego in front of high school students memories of their childhood coming flooding back and they forget what they are doing. Perhaps a preparation lesson will be used before the task to overcome this. Also certain templates need to be used in order to get he ball rolling. The reward system needs to be clear and as mentioned previously time needs to be given so students can strategise how they are going to win the competition.
Level 3
Premiers Reading Challenge Reflection
The Premiers Reading Challenge was quite structured in its rules format. Doesn't offer much in terms of a story and its credits and awards system is mostly monitored by the participants. Most of the enjoyment or fun would be on a personal level and experienced solely through the participant.
Zombie Learning Reflection
This one is definitely my favourite out of the two. As a geography teacher l know what it like to feel as thought my students are losing interesting in the concepts. Compared to the premiers reading challenge this is more a GBL based activity. It has a very clever story line and player progression. The scope and sequence is quite flexible and allows for range from centered work to open learning. I can't to trail this for my younger geography classes.
You Try/ A final reflection
As a result of the course l am thinking of using the information l have learnt from this course in my Year 11 Business Studies class. I am going to set a list of challenges that would be specifically designed to get them to write notes and revise certain words or concepts. After the students has accepted the challenge they would be rewarded. This could be done on a week by week basis or over the length of the topic. This my thinking at the moment but the course has helped alot in terms of how these activities with be set up in the future.
Have you filled in the evaluation? Have you found the bonus level content?
Yes, l filled out the evaluation and found bonus content.
Badges & Rewards
Level 1
K = What do you know?I have already experimented with game in my classroom with varying degrees of success. I gave found they can be useful but it really depends how you tie it back into the syllabus in which you are teaching. Also the complexity of the game seems to play an integral part in whether the students like it.
W = What do you want to learn?
I really want to learn how l can base game mechanics into my classroom. How it can be become an effective tool for me to diversify my portfolio of activities and task that l usually use. For years l noticed that students have been engrossed more and more in games and l want to learn how that culture can improve my teaching.
L = What have you learned? (we'll do this last one later)
The 12 elements of Gaming as well as the 4 elements of fun.Also you don't need technology to use gamification.
Reflection
So far l am really enjoying level 1. My previous experiences of using games in class seem very basic compared to the elements and theories that are being discussed. The scientific reasoning behind the 12 elements of gaming was incredibly detailed yet as l was reading it didn't seem overly complicated as l have an avid player of video games for a while. Even the task of getting to define what you thought fun was very enlightening. As a teacher we all strive to want out tasks to be fun, however we don't really think about what "fun" really is. I am excited to see what Level 2 entails.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.The Learning outcomes that l will be exploring with my student reside mostly in the richer content subjects l teach like Business Studies, Commerce and Geography. The topics that are being introduced at the moment are Climate Change, Investing and Operations. In particular the learning outcomes will be
Benefits from gamification
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Need to ensure that the rules are very clear at the start of the lesson. I found that the moment that you put Lego in front of high school students memories of their childhood coming flooding back and they forget what they are doing. Perhaps a preparation lesson will be used before the task to overcome this. Also certain templates need to be used in order to get he ball rolling. The reward system needs to be clear and as mentioned previously time needs to be given so students can strategise how they are going to win the competition.
Level 3
Premiers Reading Challenge Reflection
The Premiers Reading Challenge was quite structured in its rules format. Doesn't offer much in terms of a story and its credits and awards system is mostly monitored by the participants. Most of the enjoyment or fun would be on a personal level and experienced solely through the participant.
Zombie Learning Reflection
This one is definitely my favourite out of the two. As a geography teacher l know what it like to feel as thought my students are losing interesting in the concepts. Compared to the premiers reading challenge this is more a GBL based activity. It has a very clever story line and player progression. The scope and sequence is quite flexible and allows for range from centered work to open learning. I can't to trail this for my younger geography classes.
You Try/ A final reflection
As a result of the course l am thinking of using the information l have learnt from this course in my Year 11 Business Studies class. I am going to set a list of challenges that would be specifically designed to get them to write notes and revise certain words or concepts. After the students has accepted the challenge they would be rewarded. This could be done on a week by week basis or over the length of the topic. This my thinking at the moment but the course has helped alot in terms of how these activities with be set up in the future.
Have you filled in the evaluation? Have you found the bonus level content?
Yes, l filled out the evaluation and found bonus content.